Module 9 Discussion 5 - In a daily ECEC setting

module9 disc5

In a daily ECEC setting, how might you expect to see, hear and feel support in providing encouragement for children’s connections and relationships with nature? Ensure you offer examples.

· Please include your response within the corresponding topics in the identified threads. You may obtain up to 3.5 points for this discussion response; however, in order to obtain up to 3.5 points, you need to make sure you contribute to at least two of the four identified section threads:

0. Section 1: Children and the natural world

0. Section 2: Children and families

0. Section 3: Children, families and communities

0. Section 4: Children and the learning environment

 

 

Required Readings

Please select one reading or link from each section below.

Section 1: Children and the Natural World

· Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educators engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757-777. https://doi.org/10.1080/10409289.2011.596460 (Links to an external site.) 

· Cedarsong Nature School (Links to an external site.)

· Child and Nature Alliance of Canada (Links to an external site.)

· Child and Nature Network (Links to an external site.)

· Designing Early Childhood Outdoor Spaces (Links to an external site.)

· Forest Schools Canada (Links to an external site.)

· Nature Kindergarten, Sooke BC (Links to an external site.)

· White, R. (2004). Young children’s relationship with nature: It’s importance to children’s development and the earth’s future. (Links to an external site.)

 

Section 2: Children and Families

· Christian, L. G. (2006). Understanding families: Applying family system theory to early childhood practice. Young Children, 61(1), 12-20.

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships (Links to an external site.). Young Children, November 49, 9-12. 

· Margolin, G., & Gordis, E. B. (2000). The effects of family and community violence on children  Download The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-449. https://doi.org/10.1146/annurev.psych.51.1.445 

· Roots of Empathy (Links to an external site.)

· Seeds of Empathy (Links to an external site.)

· Stone, S. J., & Lindsey, G. (2012). Reviews of research: Brain research implications for early childhood education  Download Reviews of research: Brain research implications for early childhood education. Childhood Education, 75(2), 97-100. https://doi.org/10.1080/00094056.1999.10521992 (Links to an external site.)

 

Section 3: Children, Families and Communities

· British Columbia Centre for Ability (Links to an external site.)

· Dalai Lama Centre for Peace + Education. Why Educate the Heart? (Links to an external site.)

· Developmental Disabilities Association. Infant Development Program (Links to an external site.)

· Weaver, K. (2009). Brightening lives. Exchange magazine. Nov./Dec. (Library Online Course Reserves: Journals > Exchange Magazine > 2009 > click on 'Brightening Lives' and download pdf form)

 

Section 4: Children and the Learning Environment

· Harvard Graduate School of Education (1997). Project zero. Making learning visible. (Links to an external site.)

· Harvard Graduate School of Education (1997). Project zero. Making thinking visible. (Links to an external site.)

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships. Young Children, November 49, 9-12. (Links to an external site.)

· Pairman, A., & Terreni, L. (2001) If the environment is the third teacher, what language does she speak? Early Childhood Development, Nga Kaitaunaki Kohangahunga, Right from the start. (Links to an external site.)

· The Wonder of Learning Exhibit: Ray of Light. (Links to an external site.)

· UBC Intergenerational Landed Learning on the Farm for the Environment.Links to an external site.

· Wilmes, B., Harrington, L, Kohler O., Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom instruction  Download Coming to our senses: Incorporating brain research findings into classroom instruction. Education Digest, 74(3), 24-28.